隨著知識經濟時代的來臨，知識社會逐漸形成，新型態的知識工作者（knowledge worker）出現，不少學者開始重視「知識管理」的觀念，並把「知識管理」的理論應用於教育改革和教師專業發展。本文初步探討知識管理的理念對課程領導與教師發展的啟示，並對下列範圍作討論：
（1）知識管理的意涵及課程知識的管理；
（2）校長和中層管理者成為課程（知識）領導，著重知識的創造、整理和分享、教師個人知識管理，以及知識社群和網路的發展。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本文首先介紹三位專家對領袖所下的定義，然後綜合指出領袖的特質，包括：遠見、熱忱、正直、誠實、信任別人、敢於冒險、有服務精神和信任團隊。作者介紹學校培養領袖之「隱藏議程」，並透露學校提供環境和合情合理的運作原則。文章亦藉着喇沙書院的四個例子，逐一分析培養學生領袖的竅門。
The article begins by posing the definitions of leadership as made by Warren Bennis, Stephen Covey and James O'Toole. It concludes that having vision, passion, integrity, trust, being adventure, willing to serve and able to work in teams are the characteristics of a good leader. It then proceeds to reveal the school's "Hidden agenda" on leadership training, its supporting environment and its working system. Finally, by applying four case studies, it analyses various means by which leaders are nurtured.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

A number of risk factors including obesity, insufficient consumption of fruits and vegetables, and lack of physical activities are responsible for the majority of chronic disease burden. Healthy behaviours should begin early in life with sustained actions, but in many countries there is no system addressing positive health. The opportunities offered by different settings for gaining entry into individuals and groups are of paramount importance for health promotion. Evidence has shown the effectiveness of the Healthy School model to improve healthy eating and physical activities. In this article we report key findings of studies in Hong Kong showing changes in school policies and environment in relationship to student health apart from improvement of health behaviours by adopting the Healthy School framework. A case study has illustrated how the framework created a supportive environment, policies changes, and personal health skills development to improve healthy eating. The Healthy School model can help to combat childhood obesity.
[Copyright of Research in Sports Medicine is the property of Taylor & Francis Inc.. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15438620903423825]

This article presents the finding of an interim evaluation survey commissioned by the Education Bureau of Hong Kong on the effectiveness of the curriculum reform initiated in 2001. Drawing upon change theories for analysis of the study, the article examines the perceptions of both principals and teachers on the effectiveness of short-term curriculum development in schools from 2001 to 2006 through self-administered questionnaire survey as well as focus group interviews. The quantitative survey shows that evaluations from principals were more positive than those of frontline teachers in many aspects of the reform. Data collected from focus group interviews help explain the discrepancy in attitudes of these two stakeholder groups towards the reform. Insufficient knowledge, lack of support and consensus, and top-down initiation of the reform are the reasons accounting for the different responses to the reform. Strengthening professional development programs and developing a culture of collegiality and collaboration are the strategies recommended to improve the implementation of the curriculum reform in the medium-term phase (2007-2011).
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13664530903335558]

This paper reports on a study undertaken in Hong Kong, addressing the way that resources are deployed in grammar schools to provide a curriculum for sixth-form students. The crucial resource in this analysis is time. An analytical technique that allows modelling of the allocational effects of alternative educational decisions is used. This technique also permits the direction and magnitude of cross-subsidizational flows among school activities to be identified The results of this analysis and their implications for Hong Kong schooling are discussed.
[Copyright of Education Economics is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09645299700000002 ]

One component of the curriculum reform in Hong Kong focuses on the use of homework in consolidating learning, deepening understanding and constructing knowledge. This study examines the profile of Hong Kong primary school students' homework involvement, and investigates the relationships between time involvement and academic attributes, namely interest in homework, interest in academic subjects, academic efficacy, and efficacy for self-regulated learning. The sample comprised 2,361 primary school students representing all six grade levels in Hong Kong. Data was collected using questionnaires and homework diaries. Results showed heavy homework involvement among primary school students in Hong Kong, especially at the senior primary level. Differential patterns across levels were observed for the relationship between homework involvement and academic attributes. Specifically, junior primary students' study-related interests and efficacies were found to decline with increasing time involvement, whereas inverted U-shape relationships were observed among senior primary students. There was concern for students with high time involvement as they received more homework and they worked slower. They were less likely to perceive the positive functions of homework, and showed poorer study-related interests and efficacy beliefs. The findings of this study provide crucial information for school personnel and educators in Hong Kong in developing homework strategies and policies that enhance teaching and learning.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02188790902859004]